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CONTENTS vii
Persuasive Writing 90
Writing in a Diverse Society 91
Recap 92
Additional Exercises 92
Answers and Tips 100
Exercises 200
Answers and Tips 206
Recap 291
Additional Exercises 291
Answers and Tips 301
FOR INSTRUCTORS
No surprises.
The Connect Calendar and Reports tools keep you on track with the
work you need to get done and your assignment scores. Life gets busy;
Connect tools help you keep learning through it all.
experience and on feedback from instructors in getting the correct balance between
explication and example.
CoGnITIvE BIASES 19
More Relevant
sometimes called the lake Wobegon effect, in reference to Garrison Keillor’s story about the fictitious Minnesota town “where all
the children are above average.”
‡‡
Appealing to Tradition
http://weblamp.princeton.edu/ psych/fACUlTY/Articles/Pronin/The%20Bias%20Blind.PDf. The better-than-average bias has not been
found to hold for all positive traits. In some things, people underestimate their abilities. The moral is that for many abilities, we are
probably not the best judges of how we compare to others. And this includes our ability to avoid being subject to biasing influences.
ful endeavor.
Boxes show students how critical thinking
YuRI GRIPAS/uPI/newscom Pete Marovich/ZuMAPRESS.com/newscom
According to Representative Steve King of Iowa (pictured here), “Equal protection [under the Constitution] is not equal protection
■■
for same sex couples to marry. Equal protection has always been for a man and a woman to be able to get married to each other.”
skills are relevant to their day-to-day lives.
Bandwagon Fallacy
Sometimes a speaker or writer will try to get
■■ Striking visuals in every chapter show stu-
us to do something by suggesting that every-
one or most people are doing it. The idea is
not to cite what people believe as evidence
dents how images affect our judgment and
of the truth of a claim. Rather, the attempt is
made to induce us to do something by mak- shape our thinking.
ing us feel out of step with things if we don’t.
This is the infamous Bandwagon Fallacy,
illustrated by this example:
Moore & Parker provide a path to student suc- Exercises Here are 107 examples of the fallacies discussed in this chapter. Match each item to one
or more of the following categories or otherwise answer as indicated:
that students can immediately assess their ▲ 1. Professor Parker can tell you if you are sick; after all, he is a doctor.
■■ Exercises are dispersed throughout most over the past ten years. And that is what happened. Therefore, global warming is
for real.
concepts as they are presented. rine, which must be why we’re told not to eat too much of it.
6. The Bible commands you to leave life having made the world a better place. And
therefore it commands you to make the world a better place each and every day.
cises that provide practice in applying 8. Is an explanation clearly being offered as an excuse/justification? I didn’t buy tick-
ets to see Chris Angel’s show because I heard that he spends half his act with his
their skills.
shirt off strutting around in front of the ladies in the audience.
9. If Congress changes marijuana from a Class 1 drug to something lesser, next year
the penalties for possession will be much less than they are now. But Congress is
not going to declassify marijuana this year. So we’ll have to live with the drastic
penalties for at least another year.
▲ 10. If you are rich, then your car is something like a Mercedes or a Bentley. Oh! Is
that your Bentley, you rich old thing, you?
11. Man! Three sons in a row? Your next kid is bound to be a girl.
I
t is remarkable how much university students have changed over the decades since
we first began teaching in our 20s. Back then they called us by our first names or
even “Dude.” Nowadays they call us “Sir,” as in, “Sir, do you need help?”
They are also better informed. Thanks to Instagram and Snapchat and other
sources of breaking news, they know what friends are doing and thinking at any
given moment.
Educators seem not to agree on what exactly critical thinking is, though they do
agree that, whatever it is, we can use more of it. They also agree that being informed is
important, though what they think is important to be informed about doesn’t necessar-
ily include how Emily did her nails or what Jacob thinks about the new Starbucks cups.
You have to wonder. How can teachers compete with such stimulating infor-
mation? Critical thinking instruction is fairly abstract. It doesn’t deal with topics. In
this book, we don’t discuss whether someone’s a good president or if global climate is
changing. Rather, we offer instruction on good and bad reasoning. We try to help read-
ers develop facility in spotting irrelevancies, emotional appeals, empty rhetoric, and
weak evidence. To compete with distractions, we offer examples and exercises we hope
first-year university students can understand and relate to, and we try to be as concise
and readable as possible.
What, by the way, is our definition of critical thinking? This is something we go
into more in Chapter 1; for now, let’s just point out that critical thinking is aimed at mak-
ing wise decisions about what to think and do. This book is not about critical thinking
as much as it is a book in critical thinking. We try to provide guided practice in what
we think are the most important critical thinking skill sets. Although as authors we dif-
fer somewhat in our emphasis, we both agree (as do many instructors) that drill-and-
practice is useful in improving students’ critical thinking ability. Online technology can
be helpful when it comes to drill-and-practice, as well as in enabling students to learn
at their own pace. (Details coming up shortly). But if you don’t use online assignment,
practice, and assessment platforms such as ours, this text contains hundreds and hun-
dreds of exercises of the sort that (we think) can be applied directly to the world at large.
Exercise questions are all answered in the answer sections at the end of each chapter.
If you use this text or the online peripherals, we would appreciate hearing
from you. We can both be contacted through McGraw-Hill Education or by way of the
philosophy department at Chico State.
Changes to the 13th Edition
A
friend recently asked us which critical thinking skills we worry about people not
People convince themselves or
aving. At this point in time, we admit we are especially concerned about information-
h
remain convinced of what they
acquisition skills, the skills people use to acquire veridical information and to weed want to believe—they seek out
out bogus news sources, misinformation, flimflam, and snake oil. There is much talk these agreeable information and learn
days about people lacking these skills, and everyone seems to assume the problem lies with it more easily; and they avoid,
the people on the other side of the political aisle. Maybe both sides are right. ignore, devalue, forget, or argue
against information that contra-
So, important revisions in this edition are aimed at improving information-
dicts their beliefs.
acquisition skills, and these revisions are found in Chapter 4 (Credibility). This chapter
—Julie Beck, “This article won’t
is about recognizing dubious claims and sources. In it you will find our long-standing
change your mind,” The Atlantic
analysis of credibility as having two parts, the believability of claims and the credibility
of sources. In this edition, we have expanded on the credibility of mainstream news,
social media, and other internet sources of information.
A society could become mis- or ill-informed through indifference or overt censor-
ship, to name two possibilities. But it could also get that way if enough people obtain
information primarily from sources assumed to be accurate and comprehensive, but
which in fact are not. Nobody wants to be misled, but most of us do like information
that fits with our view of the world, especially if it reinforces our pre-existing opinions
(or riles us up about people who don’t share our views). Motivated information-seeking
(seeking information for the purpose of confirming opinions we already hold) can lead
people to news sources that tailor the news for their audience. If enough people get
tailored news, society may become divided not only as to which sources are regarded as
authoritative but also as to what are and are not facts. Some of the reasons for thinking
such divisions exist today are discussed in Chapter 4. In that chapter, we also put forth
what we think is a non-partisan recommendation for obtaining legitimate news.
Another important batch of changes in this edition relates to inductive reasoning,
which is introduced in Chapter 2 and examined in more detail in Chapter 11. We now
divide inductive reasoning into four fundamental kinds: generalizing, de-generalizing
(which is the opposite of generalizing), analogical reasoning, and cause-effect reason-
ing. Other forms of inductive reasoning commonly discussed in texts such as this,
including notably sign arguments, arguments from examples, and inferences to the best
explanation, can be treated as one or another of the four basic kinds of inductive rea-
soning (as we explain). Our reasoning-hierarchy is this:
REASONING
DEDUCTIVE INDUCTIVE
CAUSE/EFFECT
(including hypothesis
TRUTH-
CATEGORICAL ANALOGICAL GENERALIZING DE-GENERALIZING formation and
FUNCTIONAL
confirmation, and
IBEs)
xx CHANGES TO THE 13TH EDITION
We have also expanded the section on how to tell the difference between deductive and
inductive arguments, including the fact that if an argument has a subjective judgement as its
conclusion, then (for reasons we explain) it is unlikely to be inductive.
In Chapter 1, we have revised and expanded our treatment of the distinction between sub-
jective judgments and objective claims. As usual, most of our revisions result from questions and
difficulties that have actually arisen in our own teaching experience, as well as from feedback
from readers.
And as always, we have updated the social, political, and cultural backdrop for the book
and have revised exercises to keep them relevant. Nowadays students stare blankly if you men-
tion a carburetor or refer to TV sets that don’t have remotes; we try to make the book about the
world they know. Or rather the world we think they know.
Y
ou may find mistakes in this book. Who made them? It depends on whom
you ask. Moore blames Parker, and Parker blames Moore. We certainly don’t
blame the people who we are about to list, who have helped us enormously
in our effort to improve. In a previous edition, we tried to blame everything on Terry
McGraw, but someone said we couldn’t do that.
For thanks, we begin with our caring brand manager Alex Preiss and our astute
and amazing production manager, Sarah Paratore. Alex provided the broad picture of
what this edition should be; Sarah worked out the details. We also want to thank our
entire McGraw Hill Education team, including Traci Vaske, Danielle Clement, Nancy
Baudean, Deb Hash, and David Hash.
The guidance of our reviewers over the editions has been indispensable to us.
These reviewers include
Keith Abney, California Polytechnic State University, San Luis Obispo
James Anderson, San Diego State University
Benjamin Arah, Bowie State University
Sheldon Bachus
Patricia Baldwin, Pitt Community College
Monique Bindra
Tim Black, California State University, Northridge
Charles Blatz, University of Toledo
Christian Blum, Bryant & Stratton, Buffalo
K. D. Borcoman, Coastline College/CSUDH
Keith Brown, California State University, East Bay
Rosalie Brown
Lee Carter, Glendale Community College
Jennifer Caseldine-Bracht, Indiana University-Purdue University, Fort Wayne
Lynne Chandler-Garcia, Pikes Peak Community College
David Connelly, Cayuga Community College
Anne D’Arcy, California State University, Chico
Michelle Darnelle, Fayetteville State University
Ray Darr, Southern Illinois University, Edwardsville
William J. Devlin, Bridgewater State University
Paul Dickey, Metropolitan Community College
Sandra Dwyer, Georgia State University
Jeffrey Easlick, Saginaw Valley State University
Aaron Edlin, University of California, Berkeley
Dorothy Edlin
Noel Edlin
Ellery Eells, University of Wisconsin–Madison
Ben Eggleston, University of Kansas
Geoffrey B. Frasz, Community College of Southern Nevada
Josh Fulcher
Angela Gearhart, University of Chile, Santiago
Rory Goggins
Geoffrey Gorham, University of Wisconsin–Eau Claire
xxii ACKNOWLEDGMENTS
B
rooke Moore and Richard Parker have taught phi-
losophy at California State University, Chico, for
a long time, since 1970 in Moore’s case and since
1972 in Parker’s. Moore has a bachelor’s degree in music
from Antioch College and a PhD in philosophy from the
University of Cincinnati; Parker received his undergradu-
ate degree from the University of Arkansas and his PhD
from the University of Washington, both in philosophy.
After all this time and all the collaboration, Moore
and Parker are still on speaking terms. In fact, they are
Courtesy of Brooke Moore Courtesy of Richard Parker
close friends.
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best give ’em the good-bye, p’raps. However, ’tain’t no use talking.
They’re all armed to the teeth; and even now, with their reduced
numbers, they are eight to one, to say nothing of them great
bloodhounds, which, I notice, the chief has left behind him—just to
worrit us, I’ll be bound.”
“As to escaping,” I said, “it’s impossible. Even if we tried to break
away when we’re out for exercise, the pirates would shoot us down
before we could get clear of the terrace, and—”
I was interrupted by the sentries taking up their position at the
doorway; and it was dangerous to converse on such a topic, for fear
that some of them knew a smattering of English.
I racked my brains to think of any plan of escape. So did my
fellow-prisoners. Nothing seemed feasible. Our prospects were dark
indeed, unless help came from over the seas; and even in that
eventuality it might be the sounding of our death-knell, for we felt
convinced that the pirates, if worked up to a frenzy, would not stick at
trifles.
We invented a sort of gibberish language, in which we could
converse without fear of being understood; but even this we used
with extreme caution, for fear of accidents. The words were formed
in a very simple manner, although it required some practice to speak
them rapidly; and of course, the quicker the enunciation, the less
chance of the gibberish being intelligible to others.
One morning, when we were feeling particularly despondent, and
had hardly been able to get through our not very appetising
breakfast, we felt a sudden and very alarming oscillation of the
ground on which we were seated, and this was followed by a deep
rumble like the sound of thunder or distant artillery.
“An earthquake, surely!” exclaimed Mr. Triggs in a tone which
sounded almost terror-stricken.
“Or is it the guns of a fleet?” I cried wildly; “friends come at last to
release us.”
“Don’t be alarmed or put about,” said Ned, who had remained
perfectly calm; “’tis only an earthquake, and a slight one at that. I’ve
felt heaps of ’em off the coast of Chili, and don’t care a snap of the
fingers for ’em. They are as common in them regions as wet days
are in England.”
Mr. Triggs looked relieved.
“Well, ’tis my first experience of ’em,” he said, “and I can tell you I
don’t want to have another.”
Scarcely had the words escaped his lips when a far more violent
oscillation shook the solid earth, followed by the same uncanny
subterranean rumble. Then a loud crash, like the sound of falling
rocks, smote upon our ears, followed by terrified screams and shouts
from human voices.
CHAPTER XX.
THE ESCAPE FROM THE CAVE.